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University Communications & Marketing

Peer-Reviewed Paper

February 12, 2024

International journal accepts paper from Professor David Carter and colleagues

David Carter, Ph.D., literally wrote the book on forensic microbiology so, it was only natural that he was invited to co-author a published paper that will appear in Nature Microbiology. Completely comfortable discussing an issue that is often squeamish for many, the Forensic Sciences Program director casually speaks of cadavers and PMI (Post Mortem Interval) as if he’s talking about the weather.

“There’s definitely increasing interest in PMI (or the time that has elapsed since an individual’s death),” Carter says. “It’s critical information that could be key to solving a crime—or providing an alibi—in absence of any witnesses … or insects.”

Dr. David Carter holding his AAFS Pathology/Biology Section Award for Achievement in the Forensic Life Sciences.
Dr. David Carter holding his AAFS Pathology/Biology Section Award for Achievement in the Forensic Life Sciences.

The microbiomes associated with decomposing human cadavers are universal regardless of location or environmental conditions, the paper published in Nature Microbiology suggests. The findings show a conserved and predictable sequence of microbial interactions that break down organic matter, which could have implications for forensic science.

Decomposition is essentially nature’s recycling system. It is a fundamental process that recycles dead biological material to fuel biological processes, such as plant productivity and soil respiration. Microbial fungi and bacteria are predominantly responsible for decomposition, and although this process is well studied, research has focused predominantly on the breakdown of dead plant biomass. In contrast to plants, animal carcasses, including those of humans, are enriched in readily decomposable proteins and lipids, but their impact on biogeochemistry and community ecology are poorly understood.

In their research, Carter and his colleagues tracked the decomposition process in 36 human cadavers, which had been willed to science. The bodies were placed in three locations with either a temperate or semi-arid climate, with three cadavers placed at each location for each of the four seasons, and the researchers took samples of the cadavers’ skin and surrounding soil throughout the first 21 days postmortem. Their study found that decomposing human cadavers had a universal consortium of microbes, regardless of the location, climate or season, that are rare in non-decomposition environments and appear unique to the terrestrial breakdown of flesh.

“Jessica Metcalf of Colorado State and Rob Knight of UC San Diego and I initiated this research in 2011,” Cater says. “Our findings are a sign of success, but we’re still not quite there.”

With metagenome-assumed genomes and metabolomic profiling of soils adjacent to cadavers, Carter and his co-authors reconstructed a network of interaction that revealed how fungi and bacteria share resources as they metabolize decomposition products. Carter and his colleagues suggest that insects may serve as vectors that disperse these microbes from one decomposing animal to another.

According to Carter, using data on the microbial timeline of cadaver decomposition, combined with a machine learning model, they were also able to predict the time since death, which could have potential future applications for forensic science.

“We now have techniques that we didn’t have 20 years ago,” Carter asserts. “It’s also a lot easier for new science and other developments to get in the hands of lawyers and investigators, which makes for a stronger working relationship with criminologists to achieve criminal justice.”

Posted by: University Communications & Marketing Filed Under: Faculty, Homepage, Innovation, Uncategorized Tagged With: Faculty, Forensic Sciences, Honors and Awards

Rebecca Cochran, MBA ’22

February 7, 2024

How did your education at Chaminade contribute to your professional success?

The leadership knowledge I gained through the MBA program has been invaluable in my career, and it has led to several growth opportunities. The Executive-style program worked well with my busy work schedule, so well that I recognized that I could handle far more than I thought. After this experience, I was more confident in my abilities, and sought greater opportunities and more challenging assignments in my career. 

Can you recall a specific moment or experience during your time that had a significant impact on you, either academically or socially?

Our cohort traveled to New Zealand for the International Finance course. This was such a fantastic experience. The trip brought the cohort members closer, and created what I’m sure will be a few lifelong friendships. We made some valuable contacts along the way, and had the opportunity to experience New Zealand Parliament, the Stock Exchange and the tourism industry from a unique perspective. 

How did your Chaminade education shape your perspective and personal growth?

There was such a great diversity of backgrounds in my MBA program that I realized, this knowledge applies to a large variety of career paths—far more than I had previously considered. I feel confident that I will never be without career opportunities. 

How have you continued to invest in your professional development since graduating?

After completing my MBA, I was excited to find the next step, which is to apply to a doctoral program. I’ve realized there does not need to be a definitive end to education, it is a lifelong journey! 
“Her confidence wasn’t in her existing knowledge, but in her ability to learn.” -Adam Grant

How has your education influenced your personal goals and achievements?

This program and a few of my peers encouraged me to really assess my career goals. I have completely re-routed my career path. The traditional “corporate path” that was laid out in front of me is not the only option, I now have the knowledge and foresight to see more creative opportunities on the horizon.

Posted by: University Communications & Marketing Filed Under: Uncategorized Tagged With: Silversword Spotlight

Heritage Awards

January 30, 2024

Honoring those who personify the Marianist Values

Overcome by emotion, tears cascaded down the cheeks of Victoria DelaCruz ’24 as Bro. Ed Brink named her as this year’s Founders’ Award winner, describing her traits of selflessness, commitment, hospitality, graciousness, faith and her family. A Chaminade Scholar majoring in Data Science, Analytics and Visualization (DSAV), DelaCruz ’24 exemplifies the Marianist education and values.

“Faith has been a part of her journey before coming to Chaminade,” said Brink, Vice-President of Mission and Rector. “This year, she joined the new Student Ministry Team and made a suggestion about having a praise and worship evening at the end of one of the meetings. Although it was one of the last ideas talked about at the meeting, it was one of the first events to move from an idea to an actual event. And that was because of Victoria’s commitment to it.”

Every year during Founders’ Week, the Rector’s office presents the Chaminade Award, the Marianist Award and Founders’ Award to a faculty member, supporting staff member and student, respectively, who embodies the Marianist values.

His voice crackling at times while reading the achievements of the winners of the Heritage Awards, Brink announced the other two honorees: Chaminade Award recipient Dr. Janet Davidson, Vice Provost and professor of criminology, who was described by one of her nominators as resilient, reliable and consistent; and Amy Takiguchi, Director of Financial Aid, Marianist Award, whose efforts to help students go beyond and above a simple answer.

“It was a chicken-skin moment when Dr. Babington informed me of the award,” said Takiguchi ’02, an alumna who started her career at Chaminade as a student worker with Human Resources and has since moved up the ranks. “I have a great team and that’s what makes working here such a rewarding experience.”

For Davidson, the Chaminade Award is not an individual feat, but one that belongs to her team. “I am honored and humbled, but I don’t like the attention,” she said. “But I could have never done it alone. The accolades and attention I receive are because of a great supportive team that works collaboratively to accomplish a lot.”

In his presentation during a special mass ceremony to celebrate Founders’ Week, Brink said these awards are meant to remind all of us of the mission of this University, and the importance of trying to live out that mission on a daily basis. “We gather today to be inspired and to hopefully recommit ourselves to being the best member of this community that we can be,” he added. “Fr. Chaminade wanted those who got caught up in the work that he inspired to be ‘a spectacle’—to give witness to others of how a life based in faith and service could make a difference in the world.”

Posted by: University Communications & Marketing Filed Under: Campus and Community, Catholic, Homepage, Institutional Tagged With: Campus Event, Honors and Awards, Marianist

Environmental Science

January 25, 2024

After earning her bachelor’s, Casidhe Mahuka joins CRAG in American Samoa

In recent years, scientists, world leaders, politicians and environmentalists have been warning us about a dire existential threat, noting that climate change poses a grave risk that needs to be urgently addressed and mitigated. As an invasive species coordinator (ISC) at the Coral Reef Advisory Group (CRAG) in American Samoa, Casidhe Mahuka ’22 is doing her part in monitoring and protecting the waters encircling the small U.S. territory.

Since graduating with a BS in Environmental Sciences, the American Samoa native has used her Chaminade education to make an impact in her community. As the ISC for CRAG, Mahuka collects ocean data and implements bi-monthly phytoplankton monitoring in association with the National Oceanic and Atmospheric Administration’s National Phytoplankton Monitoring Network (PMN), which is a community-based network of volunteers who monitor marine phytoplankton and harmful algal blooms (HABs).

Mahuka explains that she has three overarching goals: 1) Integrate community-based methods to restore village-level ecosystems using ridge-to-reef approach in Aua and Fagasa; 2) increase invasive species management policy and activity coordination in and among local and regional organizations; and 3) bolster invasive species management in other priority sites.

“Other priorities include monitoring ballast water, biofouling, reef flats, and testing the water’s salinity, turbidity and overall quality,” Mahuka further describes. “I also work with the US Coast Guard to stay informed on stony coral tissue loss disease, the Vessel Incidental Discharge Act (VIDA) and other regional biosecurity issues.”

Covering more than 70 percent of our planet, the world’s oceans play a crucial role in regulating climate and supporting diverse ecosystems. However, the alarming rise in ocean temperatures due to climate change is threatening marine life, particularly the delicate balance of coral reefs.

Casidhe Mahuka prepares to tie an Anchor Bend knot.
In the summer of 2018, Casidhe Mahuka participated in the SEA Semester, which is Boston University’s Study Abroad Program. The ship traveled from Tahiti to the Hawaii islands.

Primarily driven by human activities such as the burning of fossil fuels and deforestation, climate change has led to a significant increase in global temperatures. As a result, the world’s oceans are also experiencing warming trends, the consequences of which are far-reaching and affect marine ecosystems in various ways.

“Our ecosystems are fragile,” Mahuka says. “Although they cover only a small fraction of the ocean floor, coral reefs support about 25 percent of all marine species. The intricate structures of reefs provide habitats and food for a vast array of marine life, including fish, invertebrates and microorganisms.”

Furthermore, coral reefs act as natural barriers that protect coastlines from the impacts of storms, hurricanes and erosion. The complex structures of coral reefs also dissipate wave energy, reducing the intensity of waves that reach the shore.

Mahuka has had a passion for ocean science ever since she visited the National Marine Sanctuary of American Samoa in the 7th grade. It was the first time that she discovered that she could not only breathe underwater, but she could also breathe underwater for a living.

“That was it; I was totally hooked,” Mahuka says. “I was determined to be an ocean scientist because I have always loved being in the water. And to get paid for it, I was all in.”

As a member of the first cohort of students who majored in Environmental Science at Chaminade, Mahuka mirrors a growing trend among students who are pursuing their degrees in this field, marking a 24 percent increase in degrees awarded since 2016. Data from the U.S. Department of Education shows a steady uptick over five years. In the 2017–2018 academic year—the most recent year for which aggregate data is available—a total of 6,697 students earned bachelor’s degrees in environmental science. That means 1,155 more graduates earned such degrees than did five years earlier.

The trend is illustrated by Chaminade’s School of Natural Science and Mathematics’s introduction of an Environmental Science major four years ago. While a major in Environmental Studies has existed since 2000, the decision to focus on hard sciences was a natural progression for such programs.

While there is an overlap that exists between the two majors, Environmental Science is an interdisciplinary science-based major, which combines biological, ecological, chemical, geological and mathematical principles often used to solve environmental challenges or manage natural resources. Conversely, Environmental Studies is an interdisciplinary social science and humanities-based major. It focuses on the human relationship with the environment, and how environmental challenges intersect with politics, economics, society and culture. 

For 10 days in November, Mahuka was aboard the Exploration Vessel Nautilus surveying previously unmapped seafloor in U.S. waters south of the Hawaiian Islands. She was selected as a Seafloor Mapping Intern by Ocean Exploration Trust (OET), an organization that works to explore the ocean, seeking out new discoveries, while pushing the boundaries of STEAM education (Science, Technology, Engineering, the Arts, and Math) and technological innovation.

“It was a great experience after I found my sea legs,” Mahuka says. “I definitely chose the right career because marine science allows you to travel around the world, where you get to meet and learn from amazing and intellectual people who have the exact same passion as you do!”

Posted by: University Communications & Marketing Filed Under: Alumni, Diversity and Inclusion, Homepage, Innovation, Natural Sciences & Mathematics Tagged With: CIFAL, CIFAL Center, Environmental Studies

Artificial Intelligence

January 18, 2024

Embracing the use of AI in education

Dr. Denise Dugan believes that AI will only continue to progress and evolve as new data flows in.
Dr. Denise Dugan believes that AI will only continue to progress and evolve as new data sets flows in.

Long before it was reduced to an uppercase two-letter acronym, artificial intelligence (AI) was already present in education with early systems focused on using simple algorithms to automate certain educational tasks. In the 1970s, the emergence of Intelligent Tutoring Systems (ITS) was designed to provide personalized instruction based on individual student needs, more commonly known today as Individual Educational Plans. These days, OpenAI dominates the conversation and headlines.

“AI has been in education in some iteration for decades now,” says Denise Dugan, Ph.D., Assistant Professor of Special Education and Elementary Education. “The danger of AI these days is that current students have too much reliance on it, rather than simply using it as another available resource.”

In an op-ed to the “Chicago Tribune,” Chaminade Provost Lance Askildson opines that recent advances in artificial intelligence have given rise to hyperbolic predictions of the decline of many human roles and professions.

“In fact, purported AI platforms such as ChatGPT will never be meaningful replacements for writers, educators or people in general,” Askildson writes. “To understand why this is true, it is critical to remind ourselves of what ChatGPT is and how its architecture and capabilities relate to the science of human learning and the arts of writing and teaching, respectively.”

The conversation around AI didn’t just begin in 2023. The U.S. Department of Education initiated a project exploring the use of generative AI in 2020, partnering with Digital Promise to collect information and insights. Recently, the outcomes of that work were released by the U.S. Department of Education Office of Educational Technology. Titled “Artificial Intelligence and the Future of Teaching and Learning: Insights and Recommendations,” the new report addresses the clear need for sharing knowledge, engaging educators, and refining technology plans and policies for artificial intelligence (AI) use in education.

The report further describes AI as a rapidly-advancing set of technologies for recognizing patterns in data and automating actions, and guides educators in understanding what these emerging technologies can do to advance educational goals—while evaluating and limiting key risks. This paper also explains AI in education and gives a pros-and-cons summary, and suggests districts develop a policy defining parameters for AI use in education.

During an educator workshop hosted by Hawaii Education Association, Dugan and Chaminade students Abigail Eli ’23 Gabe Zapata-Berrios ’24 were among the attendees who discussed not only the ethical dimensions of AI, but also its legal ramifications.

“I can see how AI is having an impact on educators and students,” says Eli, who is pursuing her master’s in counseling psychology at Chaminade and is one of three Community Homeless Concerns liaisons with the Hawaii Department of Education in the Nanakuli-Waianae Complex Area. “I think it could be beneficial for our Waianae students who struggle with the concept of writing. I think they can learn from seeing something that’s well written.”

Starting his student teaching in Kailua, Zapata-Berrios has experimented with AI in his own studies, using it, for example, to create lesson plans, which typically take a lot of time.

“AI will write a complete lesson plan in less than 10 seconds,” Zapata-Berrios says. “This lesson plan is typically pretty good as a first draft. If I want I can ask the AI to revise it for me or I can just take that draft and revise it myself. I would always recommend revising it yourself because AI is not perfect.”

Abigail Eli '23 is now pursuing her master’s in counseling psychology at Chaminade.
Abigail Eli ’23 is now pursuing her master’s in counseling psychology at Chaminade.

While academic dishonesty tops the list of educators’ concerns about AI in education, teachers also worry that increased use of AI may mean learners receive less human contact. It’s a valid point that Askildson succinctly affirms in his letter to the editor, noting that “the science of human learning has shown us that students learn not only through their abilities of reasoning, interpretation and creative expression—which ChatGPT lacks— but also with the help of teachers who engage them in a two-way dialogue accompanied by feedback that is adjusted to their understanding and overall needs.”

From a student’s perspective, the use of AI in education comes with both benefits and potential pitfalls. Some view AI-powered tools as a way to provide additional support to students with diverse learning abilities, making education more inclusive. It can then assist in addressing specific challenges students may face.

Others are skeptical about its accuracy and its susceptibility to spread misinformation and disinformation. It’s also biased since AI can only be as smart or effective as the quality of data it is provided, and algorithms can be manipulated and skewed.

“Some of the teachers we heard from said they wanted to stay away from AI all together, that it was too controversial,” Dugan says. “They were afraid of plagiarism and cheating, and not being able to detect it. But I say AI is here to stay; it’s not going to go away and it will only progress.”

“AI is going to keep growing and infiltrating more parts of our lives,” adds Zapata-Berrios. “It’s already all over the place and constantly analyzing and improving. It will become more prevalent in classrooms, however, I don’t think it will become something that the students use to outsource their thinking. I think it’ll be present without the students knowing it’s there.”

Posted by: University Communications & Marketing Filed Under: Education, Faculty, Homepage, Innovation, Institutional, Student Life Tagged With: Elementary Education, Master of Arts in Teaching, Secondary Education

Medical School Journey

January 17, 2024

Rachel Arakawa enters her final year at George Washington

She’s more accustomed to dispensing medicine than she is advice. So, when asked what she would advise students to expect when they’re in medical school, Rachel Arakawa ’20 offered this simple suggestion: “Keep focus on your goals. And remember, you are just as qualified as anyone there.”

During a casual information session with students enrolled in Dr. Amber Noguchi’s HP 390 class–Advanced Topics in Health Professions Preparation—Arakawa shared her journey to George Washington University’s School of Medicine and Health Sciences. Like many freshmen who entered college amid a global pandemic in 2020, the former Silversword soccer and tennis player had to decide whether to stay home or move to Washington D.C.

“Even though all my courses were going to be online, I decided anyway to move to D.C.,” said Arakawa, who hopes to do her residency either in the Maryland–Virginia area or on the west coast. “That first year was really tough because it was my first time being away from home, and I had six to eight hours of online lectures every day, and then another two to three hours of reviewing the previous day’s content. We covered everything I learned as an undergraduate in two months.”

Chaminade President Dr. Lynn Babington welcomed Rachel Arakawa '20 back to campus this month for an informal discussion with students.
Chaminade President Dr. Lynn Babington welcomed Rachel Arakawa ’20 back to campus this month for an informal discussion with students.

Discipline and academic rigor, though, weren’t new to Arakawa. At the beginning of her sophomore year, the Kaneohe native decided to formally enter into an Articulation Agreement between Chaminade and George Washington University’s School of Medicine and Health Sciences.

At its essence, an articulation agreement document is a formal arrangement between two colleges or universities, outlining a structured transfer plan for specific program offerings. Depending on the program and degree, students have the opportunity to initiate their path towards advanced studies as undergraduates. This involves building a robust academic record and fulfilling prerequisites during their time at Chaminade. The agreement benefits students by guaranteeing the transfer of all completed classes (credits) and providing a clear pathway for ongoing academic progression.

Students who want to take advantage of participating in an articulation agreement, for example with George Washington University, should apply in January of their sophomore year. “This timeline avoids any gap year between undergraduate and graduate programs,” Noguchi noted. “Applicants are required to have spent two years (four semesters) in an undergraduate program of the contractual college and to have completed approximately 60 semester hours of course work by the end of the semester during which they apply.”

Articulation agreements streamline the transfer process for everyone involved. This will help alleviate the stress surrounding the application process, the credit transfer process, and several other issues students might encounter when applying to a graduate program. By simplifying this process with transfer agreements, it is beneficial to all parties involved.

Third year bio-medical major, Joshua Dumas ’25, plans to go to med school even though he didn’t pursue an articulation agreement. The aspiring physician’s decision was based on his preference to attend a school on the west coast so he can be closer to Hawaii and family.

“I was studying all winter break for the MCATs, but I decided to wait until I was better prepared,” said Dumas, a Regent Scholarship awardee and COPE Health Scholar with Adventist Health Castle. “It was inspiring to hear how her Chaminade experience helped her in med school, as I am sure it will help me.”

Now in her fourth year and two of three medical licensing exams behind her, Arakawa has applied to various residency programs and received 20 interviews. Her choice of post-graduate training will be in emergency medicine, a specific area that she has been interested in ever since she started her academic track in the health field.

“I did a lot of event medicine, like at concerts and marathons, and I really enjoyed it,” Arakawa told the students. “I get to look at trauma, but it’s not for everyone. You’ll have to find your own passion and specialty.”

Asked by sophomore Ku‘ulei Koko ’26 if she ever experienced the impostor syndrome, Arakawa unhesitatingly answered yes. “I am a first-generation medical student and the only Hawaiian–Japanese in my class,” Arakawa added. “Some of the other students were also more familiar with the social cues and mores of the medical field since they weren’t first gen. But, I overcame impostor syndrome by not comparing myself with others, and got involved with activities that I liked.”

Healthcare is indeed the perfect complement to Chaminade University’s mission. As a Marianist institution, faculty members educate their students to embrace adaptation and change, family values and community service, which are all core components of our healthcare system. And as a liberal arts school, Chaminade ensures that graduates have a wide breadth of knowledge and are able to think critically across a range of disciplines.

“I learned a lot during my years at Chaminade years—inside and outside of the classroom,” Arakawa said. “The small class sizes and the supportive faculty helped shaped my belief in serving the community and being an empathetic individual that can make a transformational impact.”  

Posted by: University Communications & Marketing Filed Under: Alumni, Homepage, Institutional, Natural Sciences & Mathematics, Undergraduate Research & Pre-Professional Programs Tagged With: Alumni, Guest Speakers, Transformation

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